‘The mediation role of transactional learning: the relationship between students' perceived lecturer competency, learning readiness, and academic resilience’

This study examines the the role of the transactional learning model as a mediator between lecturer competence, learning readiness, and academic resilience among undergraduate students. Using a quantitative design with 1.038 participants selected thorugh random sampling four instruments were used: the Self-Directed Learning Readiness Scale, Learning Model, Academic Resilience, and Lecturer Competence scale. Results found that lecturer competence positively influences learning readiness and the learning model with learning readiness mediating this relationship. Lecturer Competence also significantly predicts academic resilience, indicating its central role in fostering both readiness and resilience. This finding suggest that higher education institutions should strengthen lecturer competence and promote collaborative, transactional learning environment to enhance students' readiness and resilience in academic settings.